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Peer reviewedSheen, Ron – TESOL Quarterly, 1994
It is argued that the frequent model shifts in the field of second- and foreign-language teaching have not resulted in significant progress in language teaching. Advocates of the new task-based syllabus must demonstrate its greater effectiveness over more conventional approaches. (Contains 84 references.) (Author/LB)
Descriptors: Course Descriptions, Curriculum Development, Educational Strategies, English (Second Language)
